The research aims to understand what aspects of eight teacher s trainning processes whose practices are tuned with the conception of children as subjects with rights, historically and socially situated, legitimate in their own ways to interact and create culture, helps to aline teaching skills and childhood. Two methodological strategies were used in order to achieve this objective: analyses of children s evaluation reports and interviews with the teachers. The reports are instruments to evaluate the children s learning processes and development, considered pedagogical documentation. Does the process documentation about each child, allows the teacher to build up an specific way to perceive them? What do the teacher share, in these documents, about the way they perceive the children? Accordingly to Jaques Le Goff (1996) who suggests that document is monument, the analyses shows that the reports sometimes monumentalizes the school culture, and other times they monumentalize the children s culture. It reveals that both perspectives are conflictingly present in the institutions of child education. The analyses reveals that the institution s perspective and the work conditions are determinant of the way the report s are elaborated. Meanwhile, the theacher s narratives that emerges from the interviews reveals their training processes in a broad perspective: personal and professional. Personal, relational and experiential dimensions of the teacher s work and knowledge stands out as fundamental aspects of a training process that builds up professionals sensible to childhood. It demands not only theoretical knowlwdge and technical skills, but envolves the person multidimensinally in order to nourishe their sensitiveness to understand and approach the children s multiple languages, pointing out to the essenciality of the aesthetic experiences on these teacher s learning processes.